Araştırma Makalesi
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The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students

Yıl 2024, Cilt: 11 Sayı: 2, 53 - 61, 31.08.2024
https://doi.org/10.47572/muskutd.1349276

Öz

The COVID-19 pandemic has negatively impacted medical education. This study aimed to explore the pros and cons of face-to-face and distance education based on feedback from second-year students and coordinator reports. In this study, questionnaires and coordinator reports from second-year medical students were examined to compare distance and face-to-face education periods. Likert scales were used for closed-ended questions, and open-ended answers were categorized. Online distance education resulted in statistically high average scores for committee, final, and make up exams. While students indicated that online education cannot fully replace face-to-face learning in terms of applied education efficiency, they expressed satisfaction with the online learning process during the pandemic. For effective online learning, students' feedback on online education can be particularly guiding for instructors, institutions, and course designers. Face-to-face education can be supported with online education methods.

Kaynakça

  • 1. Büdün Aydın E, Aydın A. A critical analysis of the discourses developed by the World Health Organization at the beginning of the covid-19 pandemic. Afyon Kocatepe Univ J Soc Sci. 2022;24(2):521–37.
  • 2. Budak F, Korkmaz Ş. COVID-19 pandemi sürecine yönelik genel bir değerlendirme: Türkiye örneği [a general evaluation of the pandemic process: the example of Türkiye]. Sosy Araş Yönet Derg. 2020;1(1):62–79.
  • 3. YÖK Koronavirüs (Covid-19) bilgilendirme notu-1. Yüksek Öğretim Kurulu [CHE Coronavirus (Covid-19) Information Note-1. Council of Higher Education]; 2020. https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx. Accessed 01 August 2023.
  • 4. Taha MH, Abdalla ME, Wadi M, et al. Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic. MedEdPublish. 2020;9(69).
  • 5. Muğla Sıtkı Koçman Üniversitesi Tıp Fakültesi Eğitim-Öğretim ve Sınav Yönetmeliği. Resmî Gazete [Muğla Sıtkı Koçman University Faculty of Medicine Education and Examination Regulations. Official newspaper]; 2021. https://www.resmigazete.gov.tr/eskiler/2021/01/20210124-9.htm. Accessed 01 August 2023.
  • 6. Thrien C, Fabry G. Feedback in medical education-a workshop report with practical examples and recommendations. GMS J Med Educ. 2020;37(15).
  • 7. Lee SS, Indran IR, Yap CT, et al. Enhancing the use of peer review and student feedback to evaluate educators in early years of health professions education: insights from a medical school. Singapore Med J. 2022;10.11622/smedj.2022051.
  • 8. Yükseköğretim Genel Kurulunca 2022-2023 Bahar Yarıyılı Eğitim Sürecine İlişkin Alınan Kararlar. Yüksek Öğretim Kurulu [Decisions taken by the General Assembly of Higher Education Regarding the 2022-2023 Spring Semester Education Process. Council of Higher Education]; 2023. https://www.yok.gov.tr/Sayfalar/Haberler/2023/yuksekogretim-genel-kurulunca-2022-2023-bahar-yariyili-egitim-surecine-iliskin-alinan-kararlar.aspx. Accessed 01 August 2023.
  • 9. Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131–2.
  • 10. Salajegheh M, Gandomkar R, Mohammadi E. Faculty development in the COVID-19 era: a rapid systematic review. Med J Islam Repub Iran. 2022;36:86.
  • 11. Wang YS. Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management. 2003;41(1):75–86.
  • 12. Lee BE, Zlotshewer BA, Mayeda RC, et al. Impact of online-only instruction on preclinical medical education in the setting of COVID-19: comparative analysis of online-only vs. hybrid instructions on academic performance and mental wellbeing. Med Sci Educ. 2022;32(6):1367-74.
  • 13. Elshami W, Taha MH, Abuzaid M, et al. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online. 2021;26(1):1920090.
  • 14. Bettinger EP, Fox L, Loeb S, et al. Virtual classrooms: how online college courses affect student success. Am Ec Rev. 2017;107(9):2855–75.
  • 15. Rahman S, Gidener S. Perspectives of students and tutors on e-PBL sessions implemented in the COVID-19 pandemic; example of a medical school. Tıp Eğit Düny. 2021;20(62):115–22.
  • 16. Papapanou M, Routsi E, Tsamakis K, et al. Medical education challenges and innovations during COVID-19 pandemic. Postgrad Med J. 2022;98(1159):321-7.
  • 17. Iwanaga J, Loukas M, Dumont AS, et al. A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clin Anat. 2021;34(1):108-14.
  • 18. Triepels CPR, Smeets CFA, Notten KJB, et al. Does three-dimensional anatomy improve student understanding?. Clin Anat. 2020;33(1):25-33.
  • 19. Alqudah NM, Jammal HM, Saleh O, et al. Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic. Ann Med Surg (Lond). 2020;59:44-7.

Muğla Sıtkı Koçman Üniversitesi Tıp Fakültesi Dönem 2 Programının Öğrenciler Tarafından Değerlendirilmesi

Yıl 2024, Cilt: 11 Sayı: 2, 53 - 61, 31.08.2024
https://doi.org/10.47572/muskutd.1349276

Öz

Tıp eğitimi COVID-19 pandemisinden olumsuz etkilenmiştir. Bu çalışmanın amacı, ikinci sınıf tıp öğrencilerinin değerlendirmeleri ve koordinatörlerin raporları aracılığıyla yüz yüze ve uzaktan eğitim sisteminin avantajlarını ve dezavantajlarını araştırmaktır. Bu çalışmada, uzaktan ve yüz yüze eğitim dönemlerini karşılaştırmak için ikinci sınıf tıp öğrencilerinden alınan anketler ve koordinatörlük raporları incelendi. Kapalı uçlu sorular için Likert tipi derecelendirme ölçeği kullanıldı, açık uçlu cevaplar ise kategorize edildi. Çevrimiçi uzaktan eğitim sırasında kurul, final ve bütünleme sonuçlarının ortalamaları istatistiksel olarak yüksek bulundu. Yapılan anket ve raporlardan, uygulamalı eğitim verimliliği açısından çevrimiçi eğitimin tamamen yüz yüze eğitimin yerini alamayacağı öğrencilerden alınan yanıtlardan anlaşıldı. Bunula birlikte öğrencilerin pandemi koşullarında çevrimiçi öğrenme sürecinden memnun olduğu tespit edildi. Etkili çevrimiçi öğrenme için öğrencilerin çevrimiçi eğitime yönelik geri bildirimleri eğitmenler, kurumlar ve kurs tasarımcıları için özellikle yol gösterici olabilir. Yüz yüze eğitim çevrimiçi eğitim yöntemleri ile desteklenebilir.

Kaynakça

  • 1. Büdün Aydın E, Aydın A. A critical analysis of the discourses developed by the World Health Organization at the beginning of the covid-19 pandemic. Afyon Kocatepe Univ J Soc Sci. 2022;24(2):521–37.
  • 2. Budak F, Korkmaz Ş. COVID-19 pandemi sürecine yönelik genel bir değerlendirme: Türkiye örneği [a general evaluation of the pandemic process: the example of Türkiye]. Sosy Araş Yönet Derg. 2020;1(1):62–79.
  • 3. YÖK Koronavirüs (Covid-19) bilgilendirme notu-1. Yüksek Öğretim Kurulu [CHE Coronavirus (Covid-19) Information Note-1. Council of Higher Education]; 2020. https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx. Accessed 01 August 2023.
  • 4. Taha MH, Abdalla ME, Wadi M, et al. Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic. MedEdPublish. 2020;9(69).
  • 5. Muğla Sıtkı Koçman Üniversitesi Tıp Fakültesi Eğitim-Öğretim ve Sınav Yönetmeliği. Resmî Gazete [Muğla Sıtkı Koçman University Faculty of Medicine Education and Examination Regulations. Official newspaper]; 2021. https://www.resmigazete.gov.tr/eskiler/2021/01/20210124-9.htm. Accessed 01 August 2023.
  • 6. Thrien C, Fabry G. Feedback in medical education-a workshop report with practical examples and recommendations. GMS J Med Educ. 2020;37(15).
  • 7. Lee SS, Indran IR, Yap CT, et al. Enhancing the use of peer review and student feedback to evaluate educators in early years of health professions education: insights from a medical school. Singapore Med J. 2022;10.11622/smedj.2022051.
  • 8. Yükseköğretim Genel Kurulunca 2022-2023 Bahar Yarıyılı Eğitim Sürecine İlişkin Alınan Kararlar. Yüksek Öğretim Kurulu [Decisions taken by the General Assembly of Higher Education Regarding the 2022-2023 Spring Semester Education Process. Council of Higher Education]; 2023. https://www.yok.gov.tr/Sayfalar/Haberler/2023/yuksekogretim-genel-kurulunca-2022-2023-bahar-yariyili-egitim-surecine-iliskin-alinan-kararlar.aspx. Accessed 01 August 2023.
  • 9. Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131–2.
  • 10. Salajegheh M, Gandomkar R, Mohammadi E. Faculty development in the COVID-19 era: a rapid systematic review. Med J Islam Repub Iran. 2022;36:86.
  • 11. Wang YS. Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management. 2003;41(1):75–86.
  • 12. Lee BE, Zlotshewer BA, Mayeda RC, et al. Impact of online-only instruction on preclinical medical education in the setting of COVID-19: comparative analysis of online-only vs. hybrid instructions on academic performance and mental wellbeing. Med Sci Educ. 2022;32(6):1367-74.
  • 13. Elshami W, Taha MH, Abuzaid M, et al. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online. 2021;26(1):1920090.
  • 14. Bettinger EP, Fox L, Loeb S, et al. Virtual classrooms: how online college courses affect student success. Am Ec Rev. 2017;107(9):2855–75.
  • 15. Rahman S, Gidener S. Perspectives of students and tutors on e-PBL sessions implemented in the COVID-19 pandemic; example of a medical school. Tıp Eğit Düny. 2021;20(62):115–22.
  • 16. Papapanou M, Routsi E, Tsamakis K, et al. Medical education challenges and innovations during COVID-19 pandemic. Postgrad Med J. 2022;98(1159):321-7.
  • 17. Iwanaga J, Loukas M, Dumont AS, et al. A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clin Anat. 2021;34(1):108-14.
  • 18. Triepels CPR, Smeets CFA, Notten KJB, et al. Does three-dimensional anatomy improve student understanding?. Clin Anat. 2020;33(1):25-33.
  • 19. Alqudah NM, Jammal HM, Saleh O, et al. Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic. Ann Med Surg (Lond). 2020;59:44-7.
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İç Hastalıkları
Bölüm Araştırma Makalesi
Yazarlar

Zeynep Nisa Karakoyun 0000-0003-2933-7443

Hasan Tetiker 0000-0002-0059-7308

Yayımlanma Tarihi 31 Ağustos 2024
Gönderilme Tarihi 24 Ağustos 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 2

Kaynak Göster

APA Karakoyun, Z. N., & Tetiker, H. (2024). The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students. Muğla Sıtkı Koçman Üniversitesi Tıp Dergisi, 11(2), 53-61. https://doi.org/10.47572/muskutd.1349276
AMA Karakoyun ZN, Tetiker H. The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students. MMJ. Ağustos 2024;11(2):53-61. doi:10.47572/muskutd.1349276
Chicago Karakoyun, Zeynep Nisa, ve Hasan Tetiker. “The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students”. Muğla Sıtkı Koçman Üniversitesi Tıp Dergisi 11, sy. 2 (Ağustos 2024): 53-61. https://doi.org/10.47572/muskutd.1349276.
EndNote Karakoyun ZN, Tetiker H (01 Ağustos 2024) The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students. Muğla Sıtkı Koçman Üniversitesi Tıp Dergisi 11 2 53–61.
IEEE Z. N. Karakoyun ve H. Tetiker, “The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students”, MMJ, c. 11, sy. 2, ss. 53–61, 2024, doi: 10.47572/muskutd.1349276.
ISNAD Karakoyun, Zeynep Nisa - Tetiker, Hasan. “The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students”. Muğla Sıtkı Koçman Üniversitesi Tıp Dergisi 11/2 (Ağustos 2024), 53-61. https://doi.org/10.47572/muskutd.1349276.
JAMA Karakoyun ZN, Tetiker H. The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students. MMJ. 2024;11:53–61.
MLA Karakoyun, Zeynep Nisa ve Hasan Tetiker. “The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students”. Muğla Sıtkı Koçman Üniversitesi Tıp Dergisi, c. 11, sy. 2, 2024, ss. 53-61, doi:10.47572/muskutd.1349276.
Vancouver Karakoyun ZN, Tetiker H. The Evaluation of Muğla Sıtkı Koçman University Medical School Phase 2 Programme by Students. MMJ. 2024;11(2):53-61.